This article examines the communication barriers and relationships between hearing and non-hearing college students in a classroom setting. Twelve college students, six female and six males, between 18 and 22 years of age took part in this ethnographic study during a sixteen week course in public speaking, conducted at the University of Colorado,…

Modeling can help hearing impaired students acquire facility in English. To be effective, the modeling should involve total communication (including the voice), use correct English consistently, and increase the amount of fingerspelling used. (CL)

A 10-year evaluation of effects of introducing total communication into a previously oral/aural school focused on student achievement levels and communication skills. Staff perceptions and test results have indicated important changes in both aspects, some of which may be attributable to direct intervention, legislative aspects, and greater…

A variation on microteaching, the use of videotaped feedback during training, is suggested as an efficient and effective way for improving teachers' communication ability with hearing impaired students. Manually encoding English within a system of simultaneous communication has improved the climate for communication in classrooms for…

The study analyzed the dyadic conversational speech of two hearing-impaired twin boys trained in simultaneous communication. Results indicated the adolescents used an integrated bimodal form of English with a grammatical base that did not vary as a function of the presence or absence of simultaneous signs. (Author/DB)

A mother of a hearing-impaired two year old offers examples of utilizing siblings (who have learned sign language) to foster the language development and socialization of the younger child. (DB)

The mother of a young deaf child describes her son's progress in communicating through sign and verbal language. (CL)

Suggestions are offered to help hearing teachers use effective nonverbal techniques in conjunction with signing when communicating information to hearing impaired students. Topics discussed include use of discourse markers, ways of maintaining eye contact, gaining/maintaining student attention, and effective turn-taking. (JW)

Receptive communication skills of 118 severely and profoundly deaf persons, (9-20 years old) were assessed by a multiple-choice pictorial test. The most efficient method of communication was found to be reading, followed by total communication and manual communication; oral methods were clearly the least effective. (Author/CL)

Examined is the combination of methods (aural, manual, oral) used within the philosophy of total communication for the deaf. The use of Cued Speech, a tool whose purpose is to make spoken language visually clear at the levels of phonems, syllables, suprasegmentals, words, and phrases, is advocated for communication with the deaf. (BD)

The need for selection, standardization, and development of signs and manual communication systems for use in the educational setting is discussed. (Author)

A deaf adult argues that total communication as a combination of signs and speech is a fraud from the realistic point of view of a born deaf adult living in a hearing/speaking world. (GW)

Originally given as an exhibit of National Technical Institute for the Deaf materials and procedures, the article consists of three sections: Manual/Simultaneous Communication Department (M/SCD) materials and procedures, M/SCD organization, and M/SCD responsibilities. (PHR)

Discussed are various aspects of the "total communication" concept of deaf education that have been neglected, including diagnosis, teacher certification, amplification, voice and sign, speechreading, speech teaching and development, and skill in sign language. (DLS)

The author presents a rationale for a total communication approach (involving speech, speechreading, amplification, writing, sign language, and fingerspelling) in educational programs for deaf persons. (GW)